مجلة الحكمة للدراسات الفلسفية
Volume 14, Numéro 2, Pages 920-930
2026-06-01
Emi Implementation In Algerian Higher Education: Teacher-perceived Challenges And Barriers
Authors : Khalili Khadidja .
Abstract
Implementing English as a Medium of Instruction (EMI) has recently gained prominence in higher education. Non-English-speaking countries, like Algeria, have adopted this educational approach to cultivate and enhance university students’ proficiency in English. With a particular emphasis on academic proficiency, critical literacy, and communicative competence, the Algerian Ministry of Higher Education and Scientific Research has recently launched EMI education. However, many universities have encountered unexpected intercultural, linguistic, and pedagogical challenges. The present paper aims to systematically investigate the hidden burdens of EMI praxis in Algerian higher education by examining university teachers' perspectives on student engagement. To facilitate their participation, an e-questionnaire was administered to 30 university teachers from various universities nationwide. The findings indicate an urgent need for additional efforts to foster student involvement in this emerging educational model. They confirm that localizing EMI curricula bridges a critical gap with Western-centric textbooks.
Keywords
EMI implementation ; higher education ; intercultural gaps ; linguistic barriers ; pedagogical challenges
Les articles similaires
Gaougaou Zahira
.
Nebbou Khouloud
.
pages 755-770.
Ouarniki Ouafa
.
pages 176-192.
Benbouzid Karima
.
Dahmani Smail
.
pages 132-148.
